This book features a comparative study of American and Chinese mathematics teachers. How teachers understand the content of mathematics and their practice of mathematics teaching is examined. The differences between Chinese and U.S. teachers' knowledge of mathematics for teaching are documented, and how Chinese teachers' understanding of…

Since 1964, colleges have been sending data to the College Board Validity Study Service in order to determine the degree to which measures used in admissions predict college performance. These studies have allowed for the monitoring of general trends in the relationship of SAT scores and high school grades with freshman grades. Beginning in the…

A description is given of a game simulation course, developed for a full year of general mathematics credit. It traces a rock-and-roll band, with each student acting as manager. Ten activities are outlined. (MNS)

Four activities focus on estimation and mental computation. Each consists of a game that can be used on an overhead projector. The content involved finding costs and estimating sums, products, and percents. (MNS)

Use of the hand-dialed, transparent, nonelectronic SEE-Calculator is proposed. Pupils can dial numbers into appropriate columns, watching the gears work; place-value concepts are enhanced. Both activities and flowcharting are suggested. (MNS)

Presented are activities which give practice in making estimates, gathering data, and checking the reasonableness of results. (TG)

An overview of the disadvantages and advantages of the mini-calculator in the public school classroom. While some educators fear students won't learn basic arithmetic and will become dependent on the calculator, others note its value in skill reinforcement, motivation, job preparation, and saving time in the classroom. (SB)

Discusses the possible impact of the electronic calculator on mathematics teaching. A short account of the use of calculators at present in the United Kingdom (UK) and a list of references are also included. (HM)

Algorithmic and investigative approaches to mathematics are compared and discussed. Their mutually contradictory spirit is explored. Examples of the application of each method to a mathematics problem are presented. (CW)

Described is an activity in which students calculate constant velocity using a tape cassette player. The objectives, procedures, graphing directions, and formulas and values needed for the calculations are included. (KR)

Presented are suggestions for increasing the efficient use of the transition board while reducing its overall size. Discussed are the construction and preparation of the boards. Teaching addition and subtraction using these materials is described. (CW)

Examined is the situation in which pupils invent mathematics on their own and teachers' reactions to this situation. The assimilation of students' original ideas into correct mathematical concepts is discussed. (CW)

Discusses the use of calculators to calculate multiple operations. Describes calculating procedures and provides four different types of examples. (YP)

Discussed are some objections to using calculators in mathematics instruction and testing. Indicates that many commercially available tests do not permit the use of a calculator. Several steps to facilitate the use of calculators are suggested. (YP)

Studies of word problem solving of story problems are reviewed and six immature strategies commonly used by elementary and junior high school students are highlighted. Suggested are some recommendations for mathematics instruction. (YP)